NYKids Middle School Science Survey

Dear Visitors,

Based on the findings of our middle school science study, we developed this survey as a tool for school- and district-based educators to take the pulse of their own organizations in terms of the 5 key elements of What Works in Middle School Science.

For more about each element, see the full report (available as a PDF) on the NYKids Website. Please copy and paste the following URL into your Web browser:

And we invite you to use this survey with colleagues in your own setting.

Note that absolute confidentiality cannot be guaranteed due to the limited protections of Internet access. As you will see in this brief survey, no questions as to your name or other identifiable personal information is required.

By continuing with this survey, you agree to waive providing your documented signed informed consent.

Thank you for your responses.Sincerely,The NYKids Team

Please indicate how well you think your school or district is addressing the following:

[Not at all well; somewhat well; well; very well]

*
Element: Fairness and Fun

Not at all well

Somewhat well

Well

Very Well

(1) We have moved away from tracking and have heterogeneous grouping. For example, we opened Earth Science Regents to all eighth-grade students interested in taking it.

(1) We have moved away from tracking and have heterogeneous grouping. For example, we opened Earth Science Regents to all eighth-grade students interested in taking it. Not at all well

(1) We have moved away from tracking and have heterogeneous grouping. For example, we opened Earth Science Regents to all eighth-grade students interested in taking it. Somewhat well

(1) We have moved away from tracking and have heterogeneous grouping. For example, we opened Earth Science Regents to all eighth-grade students interested in taking it. Well

(1) We have moved away from tracking and have heterogeneous grouping. For example, we opened Earth Science Regents to all eighth-grade students interested in taking it. Very Well

(3) We can keep science fun because we are offered support for cooperative work (e.g. curriculum mapping, assessment review).

(3) We can keep science fun because we are offered support for cooperative work (e.g. curriculum mapping, assessment review). Not at all well

(3) We can keep science fun because we are offered support for cooperative work (e.g. curriculum mapping, assessment review). Somewhat well

(3) We can keep science fun because we are offered support for cooperative work (e.g. curriculum mapping, assessment review). Well

(3) We can keep science fun because we are offered support for cooperative work (e.g. curriculum mapping, assessment review). Very Well

(2) My colleagues and I share a sense of ownership for student success and engagement in science from K-12, not just in the middle school.

(2) My colleagues and I share a sense of ownership for student success and engagement in science from K-12, not just in the middle school. Not at all well

(2) My colleagues and I share a sense of ownership for student success and engagement in science from K-12, not just in the middle school. Somewhat well

(2) My colleagues and I share a sense of ownership for student success and engagement in science from K-12, not just in the middle school. Well

(2) My colleagues and I share a sense of ownership for student success and engagement in science from K-12, not just in the middle school. Very Well

*
Element: Focus

Not at all well

Somewhat well

Well

Very Well

(3) We have processes in place (e.g., use of benchmark tests) to regularly assess whether we are meeting our goals for achievement and to set new goals.

(3) We have processes in place (e.g., use of benchmark tests) to regularly assess whether we are meeting our goals for achievement and to set new goals. Not at all well

(3) We have processes in place (e.g., use of benchmark tests) to regularly assess whether we are meeting our goals for achievement and to set new goals. Somewhat well

(3) We have processes in place (e.g., use of benchmark tests) to regularly assess whether we are meeting our goals for achievement and to set new goals. Well

(3) We have processes in place (e.g., use of benchmark tests) to regularly assess whether we are meeting our goals for achievement and to set new goals. Very Well

(1) District professional development offerings focus on what is shown in the data to have the greatest impact on student performance. Sometimes these offerings are specific to science instruction.

(1) District professional development offerings focus on what is shown in the data to have the greatest impact on student performance. Sometimes these offerings are specific to science instruction. Not at all well

(1) District professional development offerings focus on what is shown in the data to have the greatest impact on student performance. Sometimes these offerings are specific to science instruction. Somewhat well

(1) District professional development offerings focus on what is shown in the data to have the greatest impact on student performance. Sometimes these offerings are specific to science instruction. Well

(1) District professional development offerings focus on what is shown in the data to have the greatest impact on student performance. Sometimes these offerings are specific to science instruction. Very Well

(4) A variety of classroom instructional techniques are encouraged.

(4) A variety of classroom instructional techniques are encouraged. Not at all well

(4) A variety of classroom instructional techniques are encouraged. Somewhat well

(4) A variety of classroom instructional techniques are encouraged. Well

(4) A variety of classroom instructional techniques are encouraged. Very Well

(2) Interventions, adjustments in schedules, use of TAs, and assignment of special education and ESL teachers are flexible and informed by what is likely to have the greatest impact on student performance based on a variety of data.

(2) Interventions, adjustments in schedules, use of TAs, and assignment of special education and ESL teachers are flexible and informed by what is likely to have the greatest impact on student performance based on a variety of data. Not at all well

(2) Interventions, adjustments in schedules, use of TAs, and assignment of special education and ESL teachers are flexible and informed by what is likely to have the greatest impact on student performance based on a variety of data. Somewhat well

(2) Interventions, adjustments in schedules, use of TAs, and assignment of special education and ESL teachers are flexible and informed by what is likely to have the greatest impact on student performance based on a variety of data. Well

(2) Interventions, adjustments in schedules, use of TAs, and assignment of special education and ESL teachers are flexible and informed by what is likely to have the greatest impact on student performance based on a variety of data. Very Well

*
Element: Foundations

Not at all well

Somewhat well

Well

Very Well

(2) Differentiated instruction is expected and supported; we see assignment of a student to AIS as a failure of the school -- not of the student.

(2) Differentiated instruction is expected and supported; we see assignment of a student to AIS as a failure of the school -- not of the student. Not at all well

(2) Differentiated instruction is expected and supported; we see assignment of a student to AIS as a failure of the school -- not of the student. Somewhat well

(2) Differentiated instruction is expected and supported; we see assignment of a student to AIS as a failure of the school -- not of the student. Well

(2) Differentiated instruction is expected and supported; we see assignment of a student to AIS as a failure of the school -- not of the student. Very Well

(4) We continually revisit and revise curriculum based on a data feedback loop across K-12.

(4) We continually revisit and revise curriculum based on a data feedback loop across K-12. Not at all well

(4) We continually revisit and revise curriculum based on a data feedback loop across K-12. Somewhat well

(4) We continually revisit and revise curriculum based on a data feedback loop across K-12. Well

(4) We continually revisit and revise curriculum based on a data feedback loop across K-12. Very Well

(3) Inclusion or “integrated” classrooms for special education are well established or well on the way; our ESL is either “push-in” or “sheltered”.

(3) Inclusion or “integrated” classrooms for special education are well established or well on the way; our ESL is either “push-in” or “sheltered”. Not at all well

(3) Inclusion or “integrated” classrooms for special education are well established or well on the way; our ESL is either “push-in” or “sheltered”. Somewhat well

(3) Inclusion or “integrated” classrooms for special education are well established or well on the way; our ESL is either “push-in” or “sheltered”. Well

(3) Inclusion or “integrated” classrooms for special education are well established or well on the way; our ESL is either “push-in” or “sheltered”. Very Well

(1) Delving deep into content is facilitated by continual review of student performance to inform the scope, sequence, and instructional approach.

(1) Delving deep into content is facilitated by continual review of student performance to inform the scope, sequence, and instructional approach. Not at all well

(1) Delving deep into content is facilitated by continual review of student performance to inform the scope, sequence, and instructional approach. Somewhat well

(1) Delving deep into content is facilitated by continual review of student performance to inform the scope, sequence, and instructional approach. Well

(1) Delving deep into content is facilitated by continual review of student performance to inform the scope, sequence, and instructional approach. Very Well